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Oslo  Conference Feb. 2010
 

Oslo Conference Feb. 2010

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Information literacy - a learner's perspective. Presented at the conference Veier til viten.

Information literacy - a learner's perspective. Presented at the conference Veier til viten.

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    Oslo  Conference Feb. 2010 Oslo Conference Feb. 2010 Presentation Transcript

    • INFORMATION LITERACY - A LEARNER'S PERSPECTIVE SUSIE ANDRETTA - SCHOOL OF INFORMATION MANAGEMENT LONDON METROPOLITAN UNIVERSITY [email_address] HTTP://WWW.ILIT.ORG/ILRESEARCH/INDEXILRESEARCH.HTM EDITOR - JOURNAL OF INFORMATION LITERACY HTTP://OJS.LBORO.AC.UK/OJS/INDEX.PHP/JIL/INDEX
    • OUTLINE OF THE TALK
      • Information literacy – views from the literature
      • Information literacy – my research background and findings
      • ‘ Ways of experiencing Information literacy: perception and practice amongst Information Management postgraduate students’
      • Information literacy – a learner’s perspective
    • INFORMATION LITERACY – VIEWS FROM THE LITERATURE
      • International - social and individual emancipation 1
      • Higher Education - Standards of Information Literacy for different stages of the investigation 2
      • Facilitation of information literacy - Learners as producers (and communicators) of knowledge not just consumers of information 3
    • BACKGROUND OF RESEARCH
      • Relational/Phenomenographic perspectives 4
        • Learner-information relationship
        • “ [..] the phenomenon of information literacy may be described as a series of varying relations between people and information” (Bruce, 1997: 111)
        • Perception of information literacy and practice through literature review task
        • Establish categories of description, mapped onto an outcome space, i.e. diagrammatic representation of the hierarchical structure between these categories (Marton and Booth, 1997)
      • Profile of students examined:
        • Part-time Masters students
        • Full-time librarians/information managers
    • RESEARCH FINDINGS
      • Experience of information literacy is situational
        • Four contexts and categories of information literacy based on binary and tertiary information relationships
      Contexts Categories and information relationships Binary relationship Personal and social Information Literacy as Functional Literacy Academic Information Literacy as Lifelong Learning Tertiary relationship Information provision Information Literacy as Provision Information education Information Literacy as Education
    • BINARY INFORMATION RELATIONSHIP
      • Personal and academic contexts
    • TERTIARY INFORMATION RELATIONSHIP
      • Professional contexts
    • THE OUTCOME SPACE
    • INFORMATION LITERACY – A LEARNER’S PERSPECTIVE
      • Functional literacy:
      • “ [..] the ability that everybody should have in order to function effectively in the information society [..]”
        • “ [..] the ability to use information effectively in your life, e.g. finding a house in Morocco; a marriage counsellor; information about Polycystic ovary syndrome”
      • Lifelong learning
      • “ [..] research is about learning [..], particularly in an academic environment. If you learn how to investigate you become an independent/lifelong learner [..] that's why is so important to get the basics of information literacy”
      • “ It’s mainly about information and it’s changed, it used to be information from books now it’s knowledge that’s coming through the web. [..] you need to learn new ways of accessing knowledge and new ways of learning”
    • INFORMATION LITERACY – A LEARNER’S PERSPECTIVE
      • Provision
      • “ [..] as an information provider [..] you are trying to make that information available to users. [..] you want every single piece of information to be available [..]”
      • “ [..] the need to detect bias, crosscheck things, look at currency, relevance, authority, who’s published it? So it’s very much in terms of what’s on the web [..] I had to be quite aware that the information was Financial Times standards in terms of quality”
      • Education
      • “ There is a certain amount of convergence between the library and the learning resource centre, [it] seems to be a growing area [so] I’ve become more interested in information literacy as a form of education”
      • “ [..] in terms of [the] information professional’s viewpoint [information literacy] is becoming more the librarian’s role increasingly. What users really need from librarians (with the access to books becoming less important for libraries with the Internet and Google, Amazon and so on) is training in information literacy”
    • REFERENCES
      • 1. International view
      • The Prague Declaration - "Towards an Information Literate Society”. Prague, the Czech Republic, September 20-23, 2003. [Online]. Available at: http://portal.unesco.org/ci/en/files/19636/11228863531PragueDeclaration.pdf/PragueDeclaration.pdf (Accessed 13 January 2010).
      • High-Level Colloquium on Information Literacy and Lifelong Learning. Bibliotheca Alexandrina, Alexandria, Egypt November 6-9, 2005 . [Online]. Available at: http://www.infolit.org/International_Colloquium/alexfinalreport.pdf (Accessed 13 January 2010).
      • Horton, F.W. (2008) Understanding Information Literacy: A Primer. UNESCO: Paris. [Online]. Available at: http://unesdoc.unesco.org/images/0015/001570/157020E.pdf (Accessed 27 May 2008).
      • Catts, R. and Lau, J. (2008) Towards Information Literacy Indicators. UNESCO: Paris. [Online]. Available at: http://www.ifla.org/files/information-literacy/publications/towards-information-literacy_2008-en.pdf (Accessed 13 January 2010.
      • 2. Higher Education
      • SCONUL (1998) Information Skills in Higher Education: A SCONUL Position Paper . [Online] Available at: http://www.sconul.ac.uk/groups/information_literacy/papers/Seven_pillars.html (Accessed 13 January 2010).
      • Association of College and Research Libraries, (ACRL, 2000) Information Literacy Competency Standards for Higher Education. [Online] Available at: http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm (Accessed 13 January 2010).
      • Bundy, A. (Ed. 2004) Australian and New Zealand Information Literacy Framework principles, standards and practice, Australian and New Zealand Institute for Information Literacy (ANZIIL), Adelaide, second edition.
    • REFERENCES
      • 3. Facilitation of information literacy
      • Andretta, S. (2008) 'Information literacy from the learner’s perspective. A UK study.' In Basili, C. (Ed.) Information Literacy as the crossroad of Education and Information Policies in Europe. CNR: 278-301.
      • Andretta, S. (2009) ‘Facilitating Information Literacy  Education (FILE)’ In Brine, A. (Ed.) Handbook of library training practice and development , Vol. 3, Gower Publishing Ltd: 49-75.
      • Whitworth, A. (2009) Teaching information literacy within a relational frame: the Media and Information Literacy course at Manchester . Journal of Information Literacy, Vol.3 (2): 25-38. [Online] Available at:
      • http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/PRA-V3-I2-2009-2/1414 (Accessed: 13 January 2010)
      • 4. Relational and phenomenographic perspectives
      • Bruce, C. (1997) The Seven Faces of Information Literacy . Adelaide: Auslib Press.
      • Marton, F. and Booth, S. (1997) Learning and Awareness , Mahwah: New Jersey, LEA.